Comparison of Bandar Abbas Medical School's Educational Environment before and after the Implementing an Integrated Physiopathology Curriculum: Students’ Viewpoints

Introduction: In order to increase the efficacy education, Bandar Abbas Medical School underwent a curricular change in 2009 and integrated its curriculum in physiopathology phase and represented courses as organ-system-based approach. This study aimed to compare educational environment from the viewpoints of students in this medical school considering traditional and new curriculum in order to identify weaknesses and strengths of integration. Methods: In this descriptive cross-sectional study, educational atmosphere was evaluated using a standard questionnaire of DREEM. Sampling was completed through census and study population included all medical students (N=95) passing their physiopathology courses during 2008-2009 academic years in Hormozgan University of Medical Sciences. Physiopathology topic included 3 courses (one before and 2 after integration). Data was analyzed using one way ANOVA and Tukey’s test. Results: Mean scores of achieved points were (76.2±8.4) for the year before integration, (108±20.1) for the first year after integration, and (95±24.7) for the second year after intervention out of total 200 points of DREEM questionnaire. The results showed that integration lead to a significant promotion in students’ viewpoints toward educational atmosphere, but the total score achieved in second year decreased and was not significant compared to the year before integration. Conclusion: This study approved positive results of organ system-based integrated curriculum. But the study showed a notable failure through second semester of implementation that disclosed unstable achievements. It seems that reformative changes in curriculum solely are not the key to solve educational system problems. Administrators must develop an established educational system through identifying precise strategies.